1 IT Tralee : Context Changing to Credit Based Modular Learning A Paradigm Shift? Dr. Noel Mulligan, Modularisation Project Manager Institute of Technology,

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IT Tralee : Context

Changing to Credit Based Modular LearningA Paradigm Shift?

Dr. Noel Mulligan, Modularisation Project ManagerInstitute of Technology, Tralee.

Accreditation and Assessment in Higher Education - The Emerging ScenarioNUI, Maynooth, 25th January 2007

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NOTE for Audience

Handout of Presentation includes

Visible Slides – bullet pointsHidden Slides - notes

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Credit Based Modular Learning – How much of a change?

Education Super SystemEducation SystemsInstitutionsAcademics

Learners

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What we are doing at IT Tralee

Major Programmatic ReviewModularisation/SemesterisationRestructuringReconstructingChanging how we fulfil our MissionChallenging ourselves

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Why we are Restructuring/Reconstructing/Changing

Bologna ProcessNational Framework of Qualifications (NFQ)Learner FocusMarket for Higher Education ServicesPursuing Best Practice

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Our Experience of Change as Academics

Becoming a ‘Lecturer’/TeacherGradual Development of ProgrammesInstitutional and Programmatic ReviewDelegation of AuthorityTransfer of Programmes to the NFQNo experience of ‘Fundamental Change’

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Bologna and NFQ Require and Facilitate ‘Fundamental Change’

TransparencyRecognitionMobility

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Centrality of Learning Outcomes and Credits – The Paradigm Shift

Learner Input (ECTS Credits)Learning ProcessAssessment and GradingProgrammesAwards

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‘Real’ Learner Centred Education

Exclusive v Inclusive Institutional Status v Learning Community

Academic ‘Freedom’ v Learner Needs & Wants Field Expertise v Pedagogy

Teaching v LearningInput v Output

Syllabus Content v Learning Outcomes(Familiar) v (Unfamiliar)

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Importance of Learning Outcomes and Credits for Academics

Academics Conceive/Design/Develop/Deliver/Assess Education Programmes and Award Credits for the learning that is achievedAcademics are at the coalface of the Bologna Process and are ultimately responsible for

• Transparency• Recognition• Mobility

Academics must have an in-depth understanding of Learning Outcomes and Credits

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Foundation for Understanding of Learning Outcomes and Credits

Learning and LearnersStandards, Level and Volume (Knowledge, Skill and Competence)Assessment

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Learning Outcomes and Credits –A Shared Interpretation

A Common Currency in a Seamless SectorOpportunity for ConvergenceRisk of DivergenceAvoid cul-de-sacs

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We’re in the Learning Business

Simple ConceptsComplex Problems

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IT Tralee : Context

Thank You

Accreditation and Assessment in Higher Education - The Emerging ScenarioNUI, Maynooth, 25th January 2007